New online resource for renewable energy education and training

Author(s):  
Sohail Anwar ◽  
Shamsa S. Anwar

In the past, solar energy education was limited to scientists and engineers who could develop new technologies and conduct research. Later on, a need was recognized to educate those who design and construct buildings, because solar energy applications were well developed for such applications. At present, numerous solar energy applications have been developed. Solar energy is currently used for heating and cooling of buildings, production of electricity for stationary and mobile applications, solar lighting systems, crop drying, water treatment, and environmental cleanup. Given the expanding use of solar energy, there is a need to educate society about solar energy. Thus, solar energy education and training programs should be developed at different educational levels to fulfill this need. Such programs need to recognize the environmental value of solar energy and the life cycle advantages of solar energy systems. This manuscript provides an overview of the status of solar energy education and training in the United States. Though the focus of this chapter is on the solar energy education and training programs provided by the academic institutions in the USA, a short description of non-academic programs is also provided.


Author(s):  
Daniel Kimuli ◽  
Resty Nabaterega ◽  
Noble Banadda ◽  
Isa Kabenge ◽  
Adipala Ekwamu ◽  
...  

2010 ◽  
Vol 6 (2) ◽  
pp. 104-106 ◽  
Author(s):  
Dean H. Gesme ◽  
Elaine L. Towle ◽  
Marian Wiseman

Physicians may reason that their energy, education, and training should be focused on patient care and research, whereas staff education should be the responsibility of practice managers. But physicians have an important role in staff development.


Author(s):  
Andreas Ahrens ◽  
◽  
Jeļena Zaščerinska ◽  
Christoph Lange ◽  
Ludmila Aļeksejeva

Green energy is promoted via education and training. In education, concepts are the cornerstone in knowledge creation. Comparative analysis in the present paper assists in the discovery of patterns of processes of conceptual change. The aim of this paper is to compare processes of conceptual change underpinning the enhancement of implementation of green energy education and training. Our motivation here is to identify an efficient process of conceptual change for the enhancement of implementation of green energy education and training. The novelty of the research presented in this paper lies in the formulated implications for research and practice devoted to the efficient implementation of green energy education and training.


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